An example of an informal evaluation is a lab on mitosis. The students had to look at a onion root tip under a microscope and observe the differnt phases of mitosis. This lab would allow the student to differentiate and describe prophase, metaphase, anaphase and telophase. By the end of the lab, the students would have drawings of their observations under the microsope, as well as, answers to questions that I provided them in advance.
One of the hurdles I faced was time management. I spent a little too much time explaining the lab instructions, and a number of the students were not able to finish the lab in the allotted time. This informal inquiry allowed me to understand the importance of being cognizant of time during the period, especially during an informal evaluation. My CT suggested that I need to get in the habit of looking at the clock during the period.
Even though I explained the instructions of the lab, the students did not understand what to do or how to get started. I had to explain the instructions again to each group of students. In the future, I will hopefully use the visual modality of learning as I explain the instructions to the lab. I will also ask a few of the students to repeat the instructions to me prior to starting the lab. My CT suggested that, right before the end of the period, I go to each group and ask the students what they learned.
An example of an informal evaluation is a lab on mitosis. The students had to look at a onion root tip under a microscope and observe the differnt phases of mitosis. This lab would allow the student to differentiate and describe prophase, metaphase, anaphase and telophase. By the end of the lab, the students would have drawings of their observations under the microsope, as well as, answers to questions that I provided them in advance.
One of the hurdles I faced was time management. I spent a little too much time explaining the lab instructions, and a number of the students were not able to finish the lab in the allotted time. This informal inquiry allowed me to understand the importance of being cognizant of time during the period, especially during an informal evaluation. My CT suggested that I need to get in the habit of looking at the clock during the period.
Even though I explained the instructions of the lab, the students did not understand what to do or how to get started. I had to explain the instructions again to each group of students. In the future, I will hopefully use the visual modality of learning as I explain the instructions to the lab. I will also ask a few of the students to repeat the instructions to me prior to starting the lab. My CT suggested that, right before the end of the period, I go to each group and ask the students what they learned.